The purpose of the paper was to examine the effects of student skill level on knowledge, decision making, skill execution and game performance in a minivolleyball Sport Education season. Forty-eight secondary school students from two classes participated in a 12 lesson season. Knowledge, decision-making and skill execution (components of game play) were evaluated prior to and on completion of the season. Paired t test analysis showed that the game performance components of decision making and game play achieved significant gains. Further, results of the regression analyses detected that the sigmoidal model was indeed superior to the linear model for (a) skill execution, (b) game play, and (c) knowledge, by explaining 4.0, 2.8, and 3.25 times more of the variance respectively. That is, improvements of the highest and lowest skilled students were less significant than those of more moderate levels. This outcome, accompanied by a lack of general improvement in skill execution, suggests that future research should examine in more detail the progressive development of the tasks and learning experiences incorporated during seasons of Sport Education.
Pilar Mahedero, Antonio Calderón, José Luis Arias-Estero, Peter A. Hastie and Anthony J. Guarino
Latetia V. Moore, Janet Fulton, Judy Kruger and Judith McDivitt
We estimated percentages of US adults (≥18 years) who knew that prior federal physical activity (PA) guidelines call for a minimum of 30 minutes of moderate-intensity PA most days(≥5)/week using 2003 to 2005 HealthStyles, an annual mail survey.
10,117 participants identified “the minimum amount of moderate-intensity PA the government recommends to get overall health benefits.” Response options included 30/≥5, 20/≥3, 30/7, and 60/7 (minutes/days per week), “none of these,” and “don’t know.” The odds of correctly identifying the guideline was modeled by participant sex, age, race/ethnicity, income, education, marital status, body mass index, physical activity level, and survey year using logistic regression.
25.6% of respondents correctly identified the guideline. Women were 30% more likely to identify the guideline than men (Odds Ratio [95% Confidence Limits] (OR) = 1.28 [1.15, 1.44]). Regular PA was positively associated with identifying the guideline versus inactivity (OR = 2.08 [1.73, 2.50]). Blacks and those earning <$15,000 annually were 24% to 32% less likely to identify the guideline than whites and those earning >$60,000, respectively.
Most adults did not know the previous moderate-intensity PA recommendation, which indicates a need for effective communication strategies for the new 2008 Physical Activity Guidelines for Adults.
Luke Wilkins, Jen Sweeney, Zoella Zaborski, Carl Nelson, Simon Tweddle, Eldre Beukes and Peter Allen
: i) awareness and knowledge of CBT, ii) thoughts towards the incorporation of CBT within soccer, iii) perceived barriers to engaging in CBT, iv) preferences with regards the format of CBT, and v) perceived support of significant others with regards hypothetical CBT engagement. The findings from this
Andrew P. Driska
Adam old enough to start competing?” This problem situates new knowledge about coaching children into a context familiar to many swimming coaches. Foundations 201 employs a more traditional, topic-based approach, introducing sport-science topics such as sport psychology and exercise physiology over ten
Luke Oldridge, Lee Nelson, Kenny Greenough and Paul Potrac
This paper examines how the learning biography of Jack (pseudonym), an experienced track and field athletics coach, shaped his thoughts about coaching practice. Data were collected through seven in-depth, semistructured, narrative-biographical interviews that formed part of a cyclical and iterative data analysis process. Our analysis of Jack’s narrative revealed how his understanding of two distinct features of his coaching practice (i.e., implementation of periodization and pedagogical delivery style) developed in contrasting ways. Jack’s story was primarily, although not exclusively, interpreted using Alheit’s concepts of biographical learning and biographicity, Biesta and Tedder’s writings on agency and learning in the life-course, and Jarvis’ discussion of learning as a process of becoming. The findings of this study raise significant questions for how the field of sports coaching seeks to understand coach learning.
Michael Ashford, Andrew Abraham and Jamie Poolton
, decisions are made through a recognition primed process (RPD) where a person’s interaction with information varies from automated to conscious depending on the decision maker’s familiarity with the situation (visual, auditory, olfactory, etc.) and their requisite knowledge base ( Klein, Calderwood
Marco Catarino Espada Estêvão Correia and Rachael Bertram
knowledge throughout their careers. They concluded that coaches developed their knowledge through a range of formal, non-formal, and informal learning contexts including tertiary education, coaching clinics/seminars/conferences, workplace learning, practical experience, previous athletic experiences
Practical knowledge has been a prominent issue within sports science and physical education for approximately ten years. Many of the recent epistemological discussions on practical knowledge are contextualized within school curriculums ( Azzarito & Solmon, 2009 ; Ávila da Costa, McNamee, & Lacerda
Tan Zhang, Anqi Deng and Ang Chen
) students. At the local level, 48 out of all 50 states have issued policies and standards to ensure health-enhancing fitness knowledge as an important component of physical education ( SHAPE America, 2016 ). Nevertheless, the evaluation results of these policy-level efforts have consistently revealed
Maria Heikkilä, Raisa Valve, Mikko Lehtovirta and Mikael Fogelholm
subsequent dietary intake for athletic performance, recovery, and overall health, athletes need adequate knowledge regarding nutrition ( Birkenhead & Slater, 2015 ; Torres-McGehee et al., 2012 ). Unfortunately, this knowledge is often limited among both athletes and their coaches ( Cockburn et al., 2014